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511.
The effects of limited attentional resources and study time on explicit and implicit memory were studied using Schacter and Cooper’s possible and impossible objects in their recognition and object decision paradigm. In one experiment, when attention at study was limited by a flanking digits procedure, object recognition was diminished but object decision priming for possible objects was unaffected; in another experiment, limiting attention plus reducing stimulus study time impaired object recognition and eliminated object priming. Recognition memory and perceptual priming for previously unfamiliar visual stimuli were both influenced by attention, although to different degrees. The intervening variable of study time determined the degree to which priming was affected by attentional resources. These results support a limited capacity attentional model for both recognition and perceptual priming of unfamiliar visual stimuli, and they highlight the need for assessing the interaction of attentional resources and study time in explicit and implicit memory tasks. 相似文献
512.
George H. Noell Kristin A. Gansle Joseph C. Witt Ernest L. Whitmarsh Jennifer T. Freeland Lynn H. LaFleur Donna N. Gilbertson John Northup 《Journal of applied behavior analysis》1998,31(4):659-663
This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction—modeling and practice—designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in reading fluency for all participants at their assigned grade levels. These results demonstrate one strategy for experimentally determining those instructional components that are required to increase oral reading rate. 相似文献
513.
Donald E. Super W. Larry Osborne Donna J. Walsh Steve D. Brown Spencer G. Niles 《Journal of counseling and development : JCD》1992,71(1):74-80
The C-DAC model seeks to implement current development theory and to use innovative assessment measures together with improved counseling methods to improve vocational and life career counseling. At this stage, the project pays more attention to assessment, partly because if one is to counsel with career maturity in mind, one must understand the developmental status of the counselee. In career counseling, facts as well as feelings are important. Therefore, in this article the authors deal with the assessment of career development in detail, treating interests (measured by the Strong) and expressed preferences as basic status data to be viewed in the light of career maturity, the salience of life roles, and the values sought in life as moderator variables. The instruments are described and their use shown in a sample profile for assessment and checking by the reader in another readily available published source. 相似文献
514.
Jeff Sigafoos Donna Roberts Donna Couzens Liliana Caycho 《Behavioral Interventions》1992,7(4):283-297
Improvements in adaptive behavior among adults with developmental disabilities often depends on the quality of instruction delivered by direct-care staff. The present study evaluated the effectiveness of a multifaceted package for improving the quality of instructional interactions among three staff/adult dyads. Instructional interactions were first analyzed to identify areas for improvement. A multifaceted intervention package consisting of inservice training, participative management, and on-going feedback was then implemented in a multiple-baseline design across dyads. The package trained staff to increase their use of time delay and reinforcement strategies and these changes were associated with greater independence in a sandwich making task among two of the three participating adults. The results suggest direct observation of existing instructional interactions may provide valuable information when training staff to implement effective habilitative programs for adults with developmental disabilities. 相似文献
515.
Charles J. Bussey Ph.D. Donna Bussey R.N. M.S.N. 《The Journal of medical humanities》1991,12(1):25-34
We live in an age of “high tech” medicine which affects both health care recipients and physicians who are taught its many wonders and uses. It is easy in this atmosphere of specialization for clinicians, professors and medical students to become isolated and to ignore social issues which affect health care in its broadest sense. Individuals who are committed to the “common good” are the ones historically who have been effective change agents. It would be tragic simply to stand back and allow the cynical and greedy to dominate any profession which deals with the poor, the uninsured and the homeless. It is imperative for physicians to take a broad view of today's problems in health care delivery systems, for they can have an enormous impact on the kind of world our children will inherit. It is essential for physicians to become involved in social concerns, and in improving health care delivery, at all levels in their practice. Given their power and prestige, it is crucial for physicians and aspiring physicians to have positive role models. Dr. Julius B. Richmond provides an admirable example of a physician who cares about his profession, his patients and his nation. Through his research, his public service and his teaching, Dr. Richmond has demonstrated the difference a single individual can make in improving the quality of life for all Americans. 相似文献
516.
A dual-route approach was used as an initial framework to examine the relation between presentation format and lexical processing in a naming task. In Experiments 1 and 3, words were presented in lowercase versus case-alternated format. Presentation format interacted with word frequency and regularity: For irregular words (e.g., pint), case alternation was additive with frequency, whereas for regular words (e.g., mint), case alternation and frequency interacted. Experiment 2 dissociated the locus of case-alternation effects from those of stimulus intensity. Stimulus intensity was additive with frequency and regularity, suggesting that whereas stimulus intensity affects encoding, case alternation affects lexical processing at a postencoding stage in the word recognition system. It was concluded that a dual-route approach provides a suggestive but incomplete account of how case alternation influences lexical processing. As an alternative to a dual-route approach, we show that the present results can be addressed and successfully simulated using an implemented version of Norris's (1994) multilevel model. 相似文献
517.
The effects of word frequency on judgments of recency of item presentation were examined in two experiments. Subjects in Experiment 1 were presented two mixed lists of high- and low-frequency words followed by a list assignment task for recognized items. It was found that subjects were biased toward assigning low-frequency words to the more recently presented list. Subjects in Experiment 2 were presented a single mixed list of high- and low-frequency words followed by either a relative recency of presentation judgment task or a relative primacy of presentation judgment task. Each word pair on the tests contained one high-frequency word and one low-frequency word. It was found that, for the recency judgment task, subjects were biased to select the low-frequency item as having been presented more recently. However, on the parallel primacy judgment task, there were no effects of word frequency; moreover, overall accuracy levels were higher with primacy than with recency instructions. We interpret the effects of word frequency on recency judgments in Experiments 1 and 2 in terms of a misattribution of frequency-related differences in recollection-based recognition. The finding that recency and primacy instructions produced different patterns of results provides further evidence (Flexser & Bower, 1974) for an effect on performance of the way in which the temporal judgment task was framed. 相似文献
518.
Separate factor analyses of the value rankings of 53 male and 77 female college students yielded three factors for each gender. Interpretation suggested Creative Self-Determination versus Submissive Dependency, Personal Gratification versus Sociopolitical Consciousness, and Existential Responsibility versus Traditionalism as core concepts for the female respondents; while males' axiological dimensions were labeled Communal Idealism versus Entrepreneural Pragmatism, Hedonism versus Egalitarianism, and Sybaritic Bohemianism versus Traditional Sobriety. Each pole of the female factors was interpreted as reflecting a major ideological referent component of the Women's Liberation Movement, while male factors were construed as constituting perspectives for interpreting varieties of response to feminist ideology. Techniques for increasing individuals' levels of self-actualization by direct intervention in axiological organization were discussed. 相似文献
519.
Ross Vasta Donna E. Andrews Ann Marie McLaughlin Louise A. Stirpe Connie Comfort 《Journal of School Psychology》1978,16(2):161-166
The potential undermining effects of a reinforcement program were examined in two studies with kindergarten-first grade children. The procedures were designed to provide an analog to typical classroom incentive programs. In one study, the subjects' initial interest in the target activity (coloring) was low, whereas in the other study it was reasonably high. In neither case was an undermining effect evident in follow-up observations. 相似文献
520.
The Implementation of Modified Parent-Child Interaction Therapy for Youth with Separation Anxiety Disorder 总被引:1,自引:1,他引:0
Donna B. Pincus Ph.D. Lauren C. Santucci Jill T. Ehrenreich Sheila M. Eyberg 《Cognitive and behavioral practice》2008,15(2):118-125
Separation Anxiety Disorder (SAD) is the most prevalent anxiety disorder experienced by children, and yet empirical treatment studies of SAD in young children are virtually nonexistent. This paper will describe the development and implementation of an innovative treatment for SAD in young children. First, we will highlight the rationale for developing interventions specifically for SAD in young children. Second, we will describe an existing empirically supported treatment, Parent-Child Interaction Therapy (PCIT; Brinkmeyer, M. Y., & Eyberg, S.M., (2003)), that may have particular applicability to very young children with SAD and their parents. We present how results from 10 pilot participants were utilized to modify PCIT to better address the needs of children with SAD and their families. The benefits and challenges of implementing this modified version of PCIT are reviewed, along with potential directions for future research in this area. 相似文献